Research Summary: Integrating classical Chinese poetry into junior secondary geography education to foster geographical competencies: a case study of the lesson “regional differences in classical Chinese poetry”

The integration of traditional culture, specifically classical Chinese poetry, into educational curricula is a priority in contemporary reform efforts. This research explores the potential of using classical Chinese poetry to teach junior secondary geography, aiming to foster geographical competencies by providing authentic learning contexts derived from the poetry's vivid descriptions of natural and human geographical phenomena. The study employed a quasi-experimental design involving 295 eighth-grade students to assess the effectiveness of this innovative instructional approach.

Why it matters

This research addresses a strategic priority in education: the integration of cultural heritage into core subjects to enhance learning outcomes and competencies. It provides a model for leveraging interdisciplinary approaches to make complex subjects more engaging and contextually relevant, potentially improving student understanding and critical thinking skills in specific domains.

Key insights

• Integrating traditional culture into school education is a key priority in current curriculum reform.
• Classical Chinese poetry is identified as an important component of China's cultural heritage.
• Poetry vividly portrays natural and human geographical phenomena, offering authentic learning contexts for geography education.
• The educational potential of classical Chinese poetry for geography instruction is recognized.
• Empirical evidence on the effectiveness of integrating classical Chinese poetry into geography instruction to develop geographical competencies is limited.
• A quasi-experimental design was used to examine the effectiveness of poetry-integrated geography instruction in junior secondary schools.
• The study involved 295 eighth-grade students across six intact classes.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1944205